State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
This lesson is used to give students some time to work on lab skills, and test the understanding of ionic bonding which has been explained in the last 3 lessons.
Opportunities to Learn
Definition: Materials, Learners and Environments
Plans to differentiate instruction: Students will be in their lab groups and will be able to work together to complete the lab. I will be walking around to give one on one help. This will allow students to use MI to work through problems. Spatial, logical, interpersonal, bodily kinesthetic
Accommodations and modifications: The class will not be held in the normal class room. Therefore I must modify my instruction to a lab. I must go over the safety issues that are present.
Environment factors: This is a lab so as stated in accommodations it will be in a lab. So there are many more factors that need to be understood. Since this is the second semester the students should know the correct protocol. Although I will review common rules and review the specific dangers of this lab.
Materials: Tap water samples, 10mL graduated cylinder, potassium thiocyanate solution, dilute ethonic acid, sodium oxalate solution, dropper
Objectives
So that students will be able to work as a group to complete a task using correct lab protocols. Also students will be able to apply their new found knowledge in a real world example. Students will be about to conclude on the hardness of their water.
Instructional Procedures
Opening: As with every lab safety is first. Go over the chemicals used in the lab, while they are dilute they can still cause harm. Make sure that everyone knows that they are handles CHEMICALS. Once in the lab first thing is to put on PPE. Then I will go over the lab, and make sure they have a quick run through. Then we will start the lab. I will ask them what they expect to see based on what is being added. (from pre lab)Which chemical or chemicals should you be most careful with?
Engagement: During the lab I will go around making sure that it is running smoothly keeping an eye on the students that are more expected to fool around or not fallow directions.I will ask questions such asWhat is the precipitate?Do you think your partner has more precipitate? Why?Why did the first test turn the solution red? Closure:
I will make sure that everyone has their data with them and that they know that they will need the data for tomorrows discussion. I will tell them the homework is to write 2 clear statements that observed during the lab and or conclusions that they have from the data that they collected. Also they must each write 3 open ended questions that they would ask for tomorrow. Also each student should write a conclusion about their sample.
Assessment
The discussion will be the assessment, but if there are safety violations I will take they deduction class participation.
Lesson Title
Lesson 4 Water Hardness LabOr Common Core State Standards:
Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
Definition: Materials, Learners and Environments
Students will be in their lab groups and will be able to work together to complete the lab. I will be walking around to give one on one help. This will allow students to use MI to work through problems. Spatial, logical, interpersonal, bodily kinesthetic
Accommodations and modifications:
The class will not be held in the normal class room. Therefore I must modify my instruction to a lab. I must go over the safety issues that are present.
Environment factors:
This is a lab so as stated in accommodations it will be in a lab. So there are many more factors that need to be understood. Since this is the second semester the students should know the correct protocol. Although I will review common rules and review the specific dangers of this lab.
Materials:
Tap water samples, 10mL graduated cylinder, potassium thiocyanate solution, dilute ethonic acid, sodium oxalate solution, dropper
Instructional Procedures
As with every lab safety is first. Go over the chemicals used in the lab, while they are dilute they can still cause harm. Make sure that everyone knows that they are handles CHEMICALS. Once in the lab first thing is to put on PPE. Then I will go over the lab, and make sure they have a quick run through. Then we will start the lab.
I will ask them what they expect to see based on what is being added. (from pre lab)Which chemical or chemicals should you be most careful with?
Engagement:
During the lab I will go around making sure that it is running smoothly keeping an eye on the students that are more expected to fool around or not fallow directions.I will ask questions such asWhat is the precipitate?Do you think your partner has more precipitate? Why?Why did the first test turn the solution red?
Closure:
I will make sure that everyone has their data with them and that they know that they will need the data for tomorrows discussion. I will tell them the homework is to write 2 clear statements that observed during the lab and or conclusions that they have from the data that they collected. Also they must each write 3 open ended questions that they would ask for tomorrow. Also each student should write a conclusion about their sample.